Implementación del ABP, PBL y método SCRUM en cursos académicos para desarrollar sistemas informáticos enfocados en fortalecer la región

Medina-Rojas, Ferley; Nuñez-Santa, John Maicol; Sánchez-Medina, Irlesa I.; Cabrera-Medina, Jaime M.

doi:10.26507/rei.v12n24.758

Cited by 8 publications

(5 citation statements)

References 3 publications

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“…Formative research feeds research by training future researchers as stated by [8], that according to the professional training based on competences the student is at the centre of the process [9], with the teacher assuming the role of advisor with the rigor and demand in the development of the research.…”

Section: B Formative Researchmentioning

confidence: 99%

Feedback Model when Applying the Evaluation by Indicators in the Development of Competences through Problem based Learning in a Systems Engineering Course

Baluarte-Araya¹,

Ramirez-Valdez²

2022

IJACSA

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Feedback can be very influential in students' learning, therefore, the university must be very clear about its procedures and rules on the time lapse of the response of the work done by them, and the comments made to positively influence in a sustained manner in the evaluation of learning. The present work shows the experience of applying the Problem Based Learning (PBL) methodology and also developing research competencies through Formative Research, and as a result of the evaluation of the learning of the Criteria and its Performance Indicators corresponding to the course Business Electronic which is taught by two teachers in theory and laboratory practices. The objective is to design a Feedback Model for the problems solved by the students in order to support the improvement of their learning. The methodology used is Problem Based Learning together with the Feedback Model, of real problems posed contemplating different contexts of the organisations; we have that from the Deliverable Report of each problem at the same time the incidences and observations are registered in the corresponding register and in this way the Feedback Report is elaborated. The results obtained reveal that the objectives of producing the Feedback Report are achieved, which should be sent as soon as possible to the students for analysis, to propose their own strategies for improving the shortcomings or errors, as well as having the motivation to continue progressing by accepting the suggestions or contributions of the teacher; as well as seeing an increase in knowledge, development of their competences, skills, attitudes, making their own judgements, and achieving the Student Results. In conclusion, the application of a well-planned active didactic strategy, the adequate evaluation of learning through the qualification of the indicators of each criterion, and the elaboration of a timely feedback report on the problems, will achieve the expected results for both the course and the student.

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Section: B Formative Researchmentioning

confidence: 99%

Feedback Model when Applying the Evaluation by Indicators in the Development of Competences through Problem based Learning in a Systems Engineering Course

Baluarte-Araya¹,

Ramirez-Valdez²

2022

IJACSA

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“…In this regard [12] states that formative research nurtures research by generating future researchers, and defines it [13] as the pedagogical strategies carried out to train in and for research based on the appropriate activities of the scientific method, and the opinion that focuses on the strategy of learning by discovery and its construction [14], with the student at the centre of the process [15], with the teacher playing the role of advisor in the demand for and rigorousness of research.…”

Section: B Formative Researchmentioning

confidence: 99%

“…There are many experiences related to the application of PBL in different areas, such as [15] in the subject of systems analysis, in basic sciences such as Physics [26], in Engineering such as Chemistry [27]. Experiences of applying PBL, such as those of [28] at the University of Murcia, Spain, within the process of convergence towards a European Higher Education Area (EHEA), as well as [29] in Computer Science, and [30] in the area of Mathematical Sciences.…”

Section: Problem Based Learningmentioning

confidence: 99%

Problem based Learning: An Experience of Evaluation based on Indicators, Case of Electronic Business in Professional Career of Systems Engineering

Baluarte-Araya¹,

Suarez-Lopez²,

Ramirez-Valdez³

2021

IJACSA

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It is a reality that universities place great emphasis on formative research in the training of their students in order to increase their knowledge, skills, attitudes and achieve competences. This paper aims to show the experience of applying the Problem-Based Learning (PBL) methodology to assess learning based on indicators that have been determined from the criteria considered to correspond to the competences of the course under study Business Electronic, at the Professional School of Systems Engineering (EPIS) of the Universidad Nacional de San Agustín de Arequipa (UNSA), Arequipa-Peru, with theory and laboratory practice taught by two teachers. The objective is to apply an evaluation strategy for the development of competences with active didactics to the engineering training course. The methodology used is Problem-Based Learning applied to a formative research project based on real problems common to many organizations. In the semester, the students in groups solve the problems stated, and then they deliver a deliverable report and formative research report of each problem that is scored through a rubric. The teachers make contributions and provide feedback in the report for the improvement and experience that the student is acquiring in their training. The results obtained show that the objectives are achieved, increasing knowledge, skills, attitudes and adequate evaluation in the training of students, as well as the development of the competences of the course, as well as achieving the results of the student; showing that the application of PBL with Formative Research would provide good results for other courses of the professional career, allowing continuous improvement in the teaching-learning process. The conclusion is that an adequate assessment of learning based on indicators with an active didactic strategy, effectively planned and adequately applied to real-life problems, makes it possible to achieve the expected student results.

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“…Pero, una de las herramientas más empleada actualmente es Project-based learning (PBL) o Aprendizaje Basado en Proyectos (ABP) [5], [9], [16]- [21], el cual permite al estudiante la apropiación de conceptos, al contextualizarlos en un ambiente de resolución de problemas durante el desarrollo de proyectos. Esta técnica ha sido utilizada en todas las etapas de formación: desde la básica hasta el doctorado [1], a través del desarrollo de proyectos que pueden tener múltiples vertientes: proyectos propuestos por el estudiante [22], o de servicio a comunidades con ciertas problemáticas [23]- [24], proyectos multidisciplinarios donde se pueden integrar estudiantes de varias carreras [17] y [25]; también proyectos con asignación de roles, donde cada integrante asume ciertas funciones específicas durante el desarrollo del trabajo [26] o autoproyectos, donde el estudiante planifica, diseña y desarrolla todas las actividades [27].…”

Section: Introductionunclassified

“…Actualmente se reconoce que la adquisición de estas competencias también son necesarias para la formación de un ingeniero eficiente, en otras palabras, las competencias técnicas no son suficientes [1]. A partir de este principio, los investigadores han encontrado que la implementación de metodologías como las descritas previamente influyen en el mejoramiento de las siguientes competencias transversales: toma de decisiones [24], trabajo en equipo mencionado en [2], [5], [6], [9], [16], [17], [19], [26], [37], colaboración [19], [22], expresión oral [5], [6], [16], [17], [19], [22], [26], capacidad de análisis [6], [18], [19], [23], administración del tiempo [19] y [26], comprensión de los contextos sociales e históricos [23], comunicación escrita [16], [17], [19], [21], [25], idiomas [16]- [17], liderazgo [5], [16], [17], [19], creatividad [12], [19], [26], [33], innovación [16], [17], …”

Section: Introductionunclassified

Proyectos de diseño mecánico como herramienta para el desarrollo de competencias transversales en los ingenieros

García Caicedo

2020

rev.digit.educ.ing

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Los proyectos pueden utilizarse para la adquisición de competencias técnicas y el desarrollo de competencias transversales producto de las vivencias y retos superados durante la ejecución del proyecto. En este artículo se describen las experiencias desarrolladas en un curso de diseño mecánico donde a través de la ejecución de proyectos que van desde el planteamiento de una necesidad o problema hasta la construcción y uso, junto con herramientas adicionales como: preparación de eventos académicos y gamificación, han permitido incrementar la adquisición de competencias técnicas y transversales en los participantes tales como: mejores habilidades para el trabajo en equipo, trabajo bajo presión y mayor capacidad de respuesta ante imprevistos. Aparte del mejoramiento de estas competencias, se ha vislumbrado que el uso de proyectos como herramienta de aprendizaje permite incrementar la motivación de los estudiantes y su compromiso para enfrentar asignaturas con un componente técnico profundo, como es el diseño mecánico.

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Implementación del ABP, PBL y método SCRUM en cursos académicos para desarrollar sistemas informáticos enfocados en fortalecer la región

Cited by 8 publications

References 3 publications

Feedback Model when Applying the Evaluation by Indicators in the Development of Competences through Problem based Learning in a Systems Engineering Course

Feedback Model when Applying the Evaluation by Indicators in the Development of Competences through Problem based Learning in a Systems Engineering Course

Problem based Learning: An Experience of Evaluation based on Indicators, Case of Electronic Business in Professional Career of Systems Engineering

Proyectos de diseño mecánico como herramienta para el desarrollo de competencias transversales en los ingenieros

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